Strategy

1) Line Up

2) Sprinting

3) Morning
Pages
4) Writing
Form the
Both Sides of
the Rock

Purpose
To cement
understanding of
sequence ("closest
to school, furthest
from school")
Quick write.

To begin to clear
the clutter of the
mind
To increase ability,
confidence and
creativity in
writing.

5) Writers
Notebook

Free write

6) Zooming in

To help students
increase them in
detail and
description in there
writing.

7) Snapshot

To maintain and
idea on your head

8) Sentence
starters

To help students
get started in writing.

9) Repeating
a word

To give writing a
focus

10) Gallery Walk

Increases student

Procedure
1. Instructions.
2. Each student
presents themselves.

Application
a. Number line
b. Put events of
story in order

1. Give student a
word.
2. Students write
what they decide
regarding the Word
given.
3. Writing is shared
with their partner.
First, thing in the
morning write for 10
minutes
You allow students
to begin a free write
given a topic, then
ask students to use
that free write as a
conversation starter.
Teacher provides a
single word and asks
students to write
what comes to mind
1. Show a visual
very close up
2. Start zooming out
more and more
3. Discuss what they
think it is at every
moment
Choose a sentence
or part of their
writing.
Teacher provides a
specific sentence
that is appropriate
with writing.
Student will write
using the same word
or words throughout

Apply as assessment.
-after a study plan
-quick right
>warm up

1. Write

Student will write

first thing in the
morning.
Can be done with a
writing piece just
done.

It can be applied as a
warm up.
Do this as a lesson
during writers
workshop.

Ideally, after a
student writes a
piece.
Can be used when
writing an opinion
writing, informative
writing, or other.
Can be used during
writers workshop,
poetry or during
creative writing.
Using visuals related

reading
comprehension.

11) Creating a
different ending to a
story

Increases creative
writing.

12) Cloze Reading

Students increase
language
comprehension

13) Save the last

word

Helps students
debrief a reading

14) Thinking notes

To recall main points/

Provide six questions

or prompts about
the current topic
and write each one
on a piece of chart
paper or on a white
board.
2. Group
Group students into
teams of three to
five students, and
each start at a
different station.
3. Begin
At their first station,
groups will read
what is posted and
one recorder should
write the groups
responses, thoughts,
and comments on
the chart paper.
4. Rotate
After three to five
minutes.
5. Monitor
6. Reflect
1. Students read a
story.
2. Students delete
last paragraph and
change the ending.
1. Words are omitted
from a text
2. Students use
context clues to
figure out what the
omitted word is
1. Identify a reading
2. Students read,
highlight three
sentences and
respond to text
3. Students share in
small groups
Using !, ?, highlight,

to lesson. Can be
used prior to a lesson
to create visual
context.

Apply after a read

aloud, literature
circle story or the
like.
Used in ELA lesson.
An integrate other
subjects text into
language
It can be used with
any kind of text

When reading an

15) Receprocal
Teaching

16) Echo- Chorus

reading
17) Literature Circles

18) Guided Reading

19) Listening to
reading

20) Reading to
someone
21) Jigsaw Reading

important points from

text when reading
Promote student
reading
comprehension

bold, redpoint

Helps build fluency,

confidence and
motivation
Increase reading
fluency and accuracy

This can be
implemented at any
point during the day
1. Students are placed Happens during ELA
in groups of 4-5
2. Student chooses
book to read
3. Students take turns
reading a section of
the book
Teacher explicitly
Most appropriate
models the skills of
when books of
proficient readers,
interest are used.
including reading
with fluency and
expression

Helps in teaching
frequently used
vocabulary.
Encourages
prediction in reading.
Helps students
develop a sense of
story and increases
comprehension.
To increase fluency,
language and
accuracy

To increase
language, fluency and
accuracy
Helps build
comprehension,
encourages
cooperative learning.
Helps improve
listening,
communication, and
problem solving

1. Read 1st paragraph

2. Each student will
either clarify
anything, question,
summarize or make
predictions according
to their role
Students read in
unison as a class

Students listen to a
recorded reading as
they follow along

A stronger reader
reads to a weaker
reader
1. After you
introduce a strategy
2. Put students into
groups of 3-5
3. Reading divided
up into sections and
each student reads a
part then summarize

article, informational
text, history text etc.
Students can do this
in groups for text in
History or ELA

Students are placed in

a certain area where
head phones are
provided. Students
listen to a reading
over a certain period
of time
During universal
access
Used when working
with big text.

22) Summarizing

skills.
Requires students to
determine what is
important in what
they are reading and
put it into their own
words.

23) Recognizing
story structure

Students learn to
identify the
categories of content
to help with
comprehension

24) Generating
questions

Students can become

aware of whether
they can answer the
questions and if they
understand what they
are reading

25) Answering
questions

Give students a purpose

for reading
Focus students'
attention on what they
are to learn
Help students to think
actively as they read
Encourage students to
monitor their
comprehension
Help students to review
content and relate what
they have learned to
what they already know

to each other
1. Identify or
generate main ideas.
2. Connect the main
or central ideas
3. Eliminate
unnecessary
information
4. Remember what
they read
Students identify
setting, events,
problem, and
resolution.
They use story maps
to organize thoughts.
Students learn to ask
themselves questions
that require them to
combine information
from different
segments of text.
-"Right There"
Questions found right
in the text that ask
students to find the one
right answer located in
one place as a word or
a sentence in the
passage.
-"Think and Search"
Questions based on the
recall of facts that can
be found directly in the
text. Answers are
typically found in more
than one place, thus
requiring students to
"think" and "search"
through the passage to
find the answer.
- "Author and You"
Questions require
students to use what
they already know, with
what they have learned
from reading the text.
Student's must

Students can
implement for
science, or history.
Can also be used in
chapter books.

Students can develop

comprehension and
be used during
chapter books, novels
Student can be taught
to ask main idea
questions that relate
to important
information in a text.
Used with textually
explicit information
and information
entirely front eh
students own
background
knowledge. Would be
good for science, or
math

understand the text and

relate it to their prior
knowledge before
answering the question.
- "On Your Own"
Questions are answered
based on a students
prior knowledge and
experiences. Reading
the text may not be
helpful to them when
answering this type of
question.

26) Eagle Eye

Students can study

pictures to help them
identify words or
phrases they can read

Students look at the

picture for clues.
After studying the
picture, have student
read the passage, or
read it to them
1. Student say the
first few sounds
2. Read to the end of
the sentence and say
it again

27) Lips the Fish

Students learn how to

place their lips when
reading new words.

28) Stretchy Snake

Students learn to
sound out words
slowly

1. Student stretch the

word out slowly.
2. Put the sounds
together

29) Chunky Monkey

Students learn to read

the word by
separating the
different sounds.

30) Flip the Dolphin

Uses vowel vowel

sound students are
already familiar with
to change the sounds
in a word

1. Look for a chunk

2. Look for a word
part
3. Combine the chuck
together
Flip the vowel
- Try the short vowel
sound
- Try the long vowel
sound
- Listen to which
sounds better

This can be used in

early grades, and
with ELD students.

ELD students will be

able to understand
how to change their
mouths and tongues
to read the new
words.
Students could use
these when reading
books, they are
unfamiliar with.
Students could use
tongue twisters to
help them identify
words that are
similar.
Use chunking to read
difficult or subject
matter words.
After students have
learned their various
vowel sounds, they
can apply them to
identify the correct
pronunciation of a
word.